Cognitive Load Theory in the Context of Teaching and Learning Computer Programming: A Systematic Literature Review

Autor/inn/en	Berssanette, Joao Henrique; de Francisco, Antonio Carlos
Titel	Cognitive Load Theory in the Context of Teaching and Learning Computer Programming: A Systematic Literature Review
Quelle	In: IEEE Transactions on Education, 65 (2022) 3, S.440-449 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berssanette, Joao Henrique) ORCID (de Francisco, Antonio Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3127215
Schlagwörter	Cognitive Ability; Programming; Computer Science Education; Mastery Learning; Short Term Memory; Teaching Methods; Learning Processes; Research Reports; Research Methodology; Learning Theories + Suchen Sie Ihr Suchwort? Denkfähigkeit; Programmierung; Computer science lessons; Informatikunterricht; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Research report; Forschungsbericht; Research method; Forschungsmethode; Learning theory; Lerntheorie
Abstract	Contribution: This article features a systematic literature review with the objective of presenting a study that reflects the current scenario of research on the cognitive load theory (CLT) in the domain of teaching and learning computer programming. Background: Computer programming is a highly cognitive skill, requiring mastering multiple competencies, and recognized as being difficult to learn, for this reason, the cognitive load (CL) in the learner's working memory emerged as an influential concept, making CLT one of the most common theories in computing education research. Research Questions: What are the approaches that relate CLT to teaching and learning computer programming? What CLT-related concepts are covered? What evidence is reported with respect to this context? Methodology: Following a formal protocol, a survey was performed for papers linking CLT to teaching and learning programming published between 2010 and 2020. The selection of papers was based on a set of criteria established to drive the selection process, including alignment with the research questions and paper quality assessment. Findings: The approaches applied in the papers are based on measuring the CL; through instructional design based on the development or use of resources or tools, a range of different pedagogy strategies and the CLT concepts. With respect to the concepts, the subjective measurement technique and worked example effect are the most commonly deployed. As far as the evidence reported, the better part is related to the worked example effect and measuring CLs. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01